A sociological investigation of school boards'contribution towards enhancing quality education in selected high schools in central province

Abstract

This study was conducted in the Central Province of Zambia. The study investigated the contribution of School Boards towards enhancing quality education. The objectives of the study were to investigate whether or not School Boards have contributed to quality education in High Schools, ascertain whether the involvement of the community through School Boards has contributed to quality education in high schools and the perceptions of teachers, learners and the community towards the introduction of School Boards in High schools in so far as enhancing quality education was concerned. In this study, both qualitative and quantitative designs were used. The combined approach provided an opportunity of using techniques such as questionnaires, observations and interviews. The intended study population was 204 respondents and the actual was 180 respondents. The study used eclectic approach. In this regard four instruments were used for collecting data namely, questionnaires, interview guides, Focus Group Discussion guides and observation schedules. These were used to collect data to answer the major questions of the study. Questionnaires and interview guides were used for background information and to answer questions raised on each objective. Observation schedules were used for triangulation purposes to supplement the information given in the questionnaires and interviews on availability of resources from MoE, teachers, parents and pupils to support the School Boards contribution towards promoting quality education. The targeted institutions and the participants were sampled using simple random sampling. The study revealed that the School Boards were important in the schools. The situation allowed the creation of local participation in the running of the learning institutions.The study further revealed that teaching and learning materials were not adequate in the schools for the School Boards to contribute to the quality education through effective teaching and learning processes. In addition, because the study was sociological, it went beyond infrastructure, teaching and learning materials and availability and qualifications of teachers in defining quality education. The research revealed problems of teaching and learning materials, but above all revealed that teachers hardly had time for learners and that the lacunae in earlier researchers in Boards and quality education is addressed by this particular research.